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This narrative inquiry weaves Schwab's commonplaces of curriculum and Clandinin, Pushor, and Murray Orr's narrative commonplaces through stories of conflict between a professional developer and 30 high school lead teachers. In her role as manager of a mathematics leadership institute situated between two urban public school districts and a partnering university in the mid-Southwestern United States, the inquirer describes how she and the professional developer learned how to deal with commonplace disconnections through reflective discourse around these experiences. The inquirer provides additional examples of deliberative enactment of curriculum through Schwab's commonplaces.

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